Victoria McDonald TWS-7- Instructional Decision Making

During my student teaching experience I assessed my students in multiple ways. They completed puzzles, demonstrated their ability to read maps, completed morning work activities, and participated in whole group question and answer. Throughout the semester I have had to change my teaching style to promote student academic growth. I realized that although my students were third graders and fairly independent, when learning new material they require small groups, one-on-one conferencing and extensive modeling of study skills. When assessing my students, I always work hard to plan developmentally appropriate lessons with realistic objectives based on the contextual factors of my class. Giving feedback to my students during the day was sometimes difficult due to our educational-filled schedule. I was very proactive about getting graded papers to parents every week. During lessons, I would walk around and observe students as they completed activities. Always taking anecdotal notes, I was able to keep a record of students were struggling and exactly what they were struggling with. This also assisted me to see their progress and growth. Using formative assessments, as the basis for feedback was great because when meeting with students it was comforting for them to hear what my goal was for them to meet particular objectives. Students in numerous ways received feedback. Conferencing was the most common form of feedback I provided for my students. I would pull their preassessment activity or there main activity for a visual of what we would be speaking about. I would help students gain a better understanding of the material as well as

Victoria McDonald TWS-7- Instructional Decision Making explain the progress they made or that I wish to see them make. The feedback really helps the students and motivates them for upcoming objectives.

High Student: When giving feedback to my high achieving student, I have to remember although this student performs extremely well that they are only a third grader and I have to make sure any additional work that is placed before this student is also developmentally appropriate for them. When this student does not, however, score or earn a grade that is of his or her usual caliber, I continue to encourage the student. At times when providing feedback, I would think of ways to get the student to start the begin thinking on a deeper level.

Average Student: When giving feedback to my average student we look over the assessments and review them again. This student succeeds best when they are able to use manipulatives. During instruction I work really hard to get to this student as often as possible. When meeting with this student my guidance allows them to stay focused in the correct direction. Asking essential questions helps him to process the purpose of the objective.

Low Student: This student required the most feedback and one-on-one works best for him. When giving feedback to this particular student it is important to always be positive and

Victoria McDonald TWS-7- Instructional Decision Making give constructive criticism. During instruction, this student is always included in small groups and has the opportunity to work with other students that may be struggling in the same area. Teaching Style My teaching style has developed amazingly throughout this semester. I have learned to change according to my students. Adjusting my expectations were done very quickly upon entering the third grade classroom. At the beginning of the semester, I was planning and creating objectives that were not challenging enough for the students. The students were capable of much more and I learned that in order for the students to progress they must first be challenged to reach for more.